NZCCP and NZPsS Joint National ConferenceContinuing Competence Programme
Approaches to Planning and Recording theNew Zealand Psychologists Board’s Continuing Competence Programme
Models for Planning and Recording Your CCP
Electronic versions of a variety of models for recording CCP planning and activities are available from the links below. These can be downloaded and modified as required. Additional models may be added as they become available.
CCP1 This is a straightforward model that uses one page per goal defined within the CCP and briefly records the process from content of self-assessment through objective, learning plan, measure, activities, and re-assessment.
CCP2 This model moves away from the tabular format of most models presented here, instead using a more narrative approach of paragraphs describing the reflective review of the last year, defining needs and objectives, and prioritising and planning competence enhancement activities related to the objectives. The second part is completed later, and details activities completed, planned activities that were unable to be completed, and outcomes of the activities. This model also details additional competence enhancement activities. It includes the psychologist’s declaration of competence and a third party (eg., supervisor’s) declaration that the plan had been discussed with them.
CCP3 This model includes a preamble section that outlines the steps in the CCP process as defined by the Board. It then outlines “Domains of Practice” (some related to the Board’s core competencies, some more specific to the individual’s type of work), and details competencies and professional and ethical issues related to each domain. Following their reflection, the psychologist completes a table that specifies the identified need, competence enhancement objectives, and the learning related to different domains of practice. A second table records activities undertaken, the date and evidence of completion, and its impact on practice for each objective developed in the first part of the process.
CCP4 This model specifies a number of skills regarded as important in clinical psychology (some general, some setting-specific) and asks the psychologist to rate their own competence on this using a three point scale (D = to develop, C = Competent, S = Strength). As presented, the skills tend to focus around clinical assessment and intervention skills but could be broadened to include other aspects of the psychologist role. The psychologist is asked to specify a competency maintenance /advancement plan for as many of the skill areas as are needed. A separate table records and describes the professional activities undertaken, including its relevance to the learning difficulties. A third table acts as a supervision log. The final step involves the psychologist reassessing their learning objectives for this period, and feeding back the outcomes of their CCP.
CCP5 This model asks the psychologist to record their self-reflection on each of the Core Competencies as defined by the Board document in a table. A separate table is then used to record the objectives, learning plan, activities implemented, and evaluation of outcomes.
CCP6 This model asks psychologists to rate their level of competency on a 1-5 scale (1=low, 5=high), for each of the areas covered by the Board’s Core Competency document. It then asks the psychologist to define the actions required to address any issues. The psychologist is asked to consider ethical issues (knowledge, issues that have arisen, and how they have been dealt with) and any areas to review. Based on these deliberations, they are asked to develop a learning plan.
CCP7 This model suggests a wide range of records that could be regarded as evidence of competence enhancement, although not necessarily related to the self-reflective process. It then asks the psychologist to record the outcomes of the self-reflective review with a narrative description. It then defines objectives and actions for the coming year in terms of objectives, learning targets, application in practice, date achieved, and review of achievements.
CCP8 This model provides a preamble which describes the steps in the Board’s CCP process in considerable detail. It then presents separate pages relating to each of the major areas of competence defined in the Board’s Core Competency document. Each page describes the area of competence and then asks the psychologist to identify the Challenges, the Ethical issues, their Goal, their Plan to achieve the goal, and their Review of the Outcome. Some people have defined for themselves at least one goal from all the major areas of competence in one year, but this model could equally involve defining one or more objective from some areas of competency, and not in other areas.
Acknowledgements to Fran Vertue, Eileen Brit, James Smithells, Guy Breakwell, Wendy Tuck, Karen Ramsay, Benita Stiles-Smith, and Marie Young for providing formats used and to Malcolm Stewart for collating and summarising these.
Download a copy of Malcolm Stewart’s article Approaches to Planning and Recording the New Zealand Psychologists Board’s Continuing Competence Programme printed in the NZCCP newsletter ShrinkRAP, December 2009.